Analysing English year-one mathematics textbooks through the lens of foundational number sense: A cautionary tale for importers of overseas-authored materials

In this paper we present analyses of three textbooks currently used in the teaching mathematics to year-one children England. One is an established English-authored textbook, while others are Singaporean-authored imports promoted by government as solutions perceptions systemic failure. Every task each textbook was coded against a set eight number-related competences known support children’s learning both short and long terms. Such framework, which literature-derived curriculum-independent, enables meaningful comparison materials deriving from different cultural contexts. Analyses proportions all tasks for showed that none books adequately addresses competences, although comes closest. Moving averages, undertaken show temporal location opportunities presented acquire them distributed throughout school year but only during first half two textbooks. Some implications importation such discussed.